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1、 1.部分培训内容陈旧、过时1. Part of the training content is old, out of date 远程培训应以深化教师的专业知识，提高教师的教学和研究能力为主要任务。本次培 训，河北省教育厅发布了河北省 2011 年中小学教师继续教育课程目录供学员选学。从 培训实践看，有些课程的内容与参训教师以前培训过的内容重复，对参训教师的帮助不大。 有些培训内容是抽象的理论知识，缺乏帮助中小学教师提高教学技能的内容。可见，中小 学教师远程培训应该设置哪些课程是一个重要的研究课题。Remote training should be to deepen teachers pr
2、ofessional knowledge, improve the teachers teaching and research ability as the main task. This training, the hebei province education department issued in 2011 by the hebei province primary and secondary school teachers continuing education course catalogue for elementary students. Look from traini
3、ng practice, some of the course content and the participation of teachers training before the content of the repeat, for the participation of teachers wouldnt help very much. Some training content is abstract theory knowledge, lack of help primary and secondary school teachers improve teaching skill
4、s. Visible, what courses should be assigned to the primary and secondary school teachers distance training is an important research subject. 2.部分辅导教师缺乏教学实践经验2. Part of mentoring teacher lack of teaching practice experience 本次远程培训的辅导教师一般是由地方选派的，有的辅导教师由于长期脱离中小学教 学第一线，对中小学教材不熟，再加上对新课程理念、教学技能缺乏深入的学习与研究，
5、 当然也就难以有效解答学员在学习中提出的各种问题，更谈不上有引领作用。The remote training general is appointed by local tutors, some tutors because from primary and secondary schools teaching the first line for a long time, the primary and secondary school textbooks are not ripe, coupled with the new curriculum concept, teaching skil
6、ls, lack of in-depth study and research, and of course it will be difficult to effectively solve students proposed all sorts of problems in the study, let alone have a leading role. 3.部分学员的培训意识不强3. Some students training consciousness is not strong 培训中有部分学员轻视远程培训，登录教学平台不积极，对远程培训缺乏严肃认真的 态度。由于缺乏必要的约束、
7、监督和压力，再加上日常教学和班级管理工作挤占了大量的 时间，有的学员没有按照学员学习日程安排表的学习进度去学习。另外，充分利用网 络平台积极交流探讨教学问题的学员并不多，网络所提供的教学互动功能和优势，并未真 正转变为现实。http:/ http:/ http:/ Training some students belittle the remote training, login teaching platform is not active, the remote training lack of serious attitude. Due to lack of necessary rest
8、riction, supervision and pressure, coupled with the daily teaching and class management work from a lot of time, some students not in accordance with the “schedule by students learning, the learning process to learn. In addition, make full use of network communication platform to discuss the teachin
9、g problems of students is not much, provided by the network teaching interactive features and advantages, has not really into reality. 4.对学员成绩的评定方法有待完善4. Performance evaluation method need to be perfect to students 河北省 2011 年中小学教师素质提高全员远程培训项目考核 60 分及以上为合格。本次 远程培训学员总成绩的核算方式是：总成绩=学习时间成绩+学习日志成绩+工作总结成绩+
10、 作业成绩+工作案例成绩+论坛成绩。在培训中，有的学员登录教学平台后空挂时间，有的 学员为了应付完成作业获得培训成绩，随意发帖，还有的学员通过网络下载摘抄作业。因 此，如何对学员的学习进行有效评价是一个重要的研究课题。2011 total remote training to improve the quality of teachers in primary and secondary schools in hebei province project appraisal qualified for 60 minutes or more. The remote training studen
11、ts overall calculation method is: overall results have been + + learning log = learning time job summary result + + grade case + BBS. In training, some students hang time after login teaching platform, some students to cope with the finish the homework get grades, training free Posting, cadets have
12、copied homework is downloaded over the network. Therefore, how to effectively the students learning evaluation is an important research subject. 三、对改进中小学教师远程培训模式的建议Third, Suggestions to improve primary and secondary school teachers distance training model 1.组建高水平专家团队，开发优质课程资源1. A high level team of
13、experts, high-quality curriculum resources development 课程资源一直被认为是远程培训质量保证的核心因素，课程资源的质量是决定远程培 训效果的关键。中小学教师远程培训要聘请基础教育课程改革权威专家担任课程资源开发 的首席专家，并选聘学科教育专家和中小学一线优秀教师组成课程资源开发团队。开发课 程资源要以教师的实际需要为出发点，要注重对教学中的热点、难点和焦点问题的分析与 解答。远程培训的课程设置，应该从提升教师的综合素质出发，在坚持课程实用性的基础 上，突出鲜明的时代特色，要融汇专业领域最新的、前沿性的成果。Curriculum resour
14、ces has long been regarded as a remote training the core element of the quality assurance, the quality of the curriculum resources is the key to decide remote training effect. Remote training for primary and secondary school teachers to employ basic education course http:/ http:/ http:/ reform leadi
15、ng experts as curriculum resource developments chief expert, and hiring of the discipline of education experts and a gleam of excellent teachers of primary and secondary schools curriculum resource development team. Develop curriculum resources for teachers actual needs as the starting point, want t
16、o notice the hotspots and difficulties in teaching and focus problem analysis and solutions. Remote training curriculum, should be based on promoting the comprehensive qualities of teachers, on the basis of insist on curriculum practicability, highlight the characteristics of distinct era, to integrate the latest, cutting-edge in the field. 2.遴选高水平培训
